Data from multiple school sources, including informant ratings, systematic direct observations (SDOs), and school wide data (e.g., office disciplinary referrals [ODRs]) are routinely used to guide decision making in the delivery of evidence based practices for students with externalizing and internalizing behavior problems. Over 50 years of…

Social-emotional factors associated with youth aggression have largely been studied in the context of social information-processing models. The ability to accurately encode and appropriately interpret others' emotions has yet to be fully examined in the context of aggressive behavior, particularly during adolescence. Using cross-sectional data…

This pilot study explored the effects of Integrated Listening Systems (iLs) Focus Series on individualized parent goals for children with sensory processing impairments. A nonconcurrent multiple baseline, repeated measure across participants, single-case study design was employed (n = 7). The 40-session intervention was delivered at home and in…

A key issue in using the federal definition of emotional disturbance (ED) is the challenge of measuring five characteristics of ED (Epstein, Nordness, Cullinan, & Hertzog, 2002). Stated briefly, these five characteristics include: (1) an inability to learn; (2) relationship problems; (3) inappropriate behavior; (4) unhappiness or depression;…

This article presents a reanalysis of a previously reported study on the impact of the Tomatis Method of auditory stimulation on subjects with autism. When analyzed as individual case studies, the data showed that six of the 11 subjects with autism demonstrated significant improvement from 90 hours of Tomatis Therapy. Five subjects did not benefit…